Main determinants of teachers´ intention to use flipped classrooms: the role of attitude, perceived usefulness, and utilitarian value

Abstract

The main characteristic of flipped classrooms is a more student-centered blended learning process in which students can regulate their learning process, adapting it to their time and capacity requirements. Flipped classrooms allow devoting more time in the face-to-face classes to applying previously learned theoretical knowledge. Despite an increasing number of studies devoted to flipped classrooms there is a research gap regarding the main determinants of teachers´ attitudes towards and intentions in using flipped classrooms. This exploratory research focuses on analyzing: i) teachers´ attitudes towards flipped classrooms, ii) teachers´ intentions to use flipped classrooms, iii) teachers´ perceived usefulness of flipped classrooms, and iv) teachers´ perceived utilitarian value of flipped classrooms. A mixed method research quantitative/qualitative, was developed. Results suggest teachers have a positive attitude and a strong intention to use flipped classrooms. Nevertheless some factors such as a lack of technological competences also arise as possible barriers to using this methodology.